A Cognitive Linguistic View of Simultaneity in Process Signs in French Sign Language

2007 ◽  
pp. 73-101 ◽  
Author(s):  
Annie Risler
Keyword(s):  
Sign Language ◽  
Cognitive Linguistic

scholarly journals Effects of the COVID-19 Pandemic Outbreak on the Performance of Sign Language Interpreters

2021 ◽  
Vol 13 (2) ◽  
pp. 1077-1085
Author(s):  
Saeb Kamel Ellala ◽  
Ibrahim Hammad ◽  
Mohamed Abushaira
Keyword(s):  
Sign Language ◽  
Psychological Health ◽  
Environmental Aspects ◽  
Sign Language Interpreters ◽  
Arab Region ◽  
Performance Levels ◽  
Average Performance ◽  
General Stress ◽  
Cognitive Linguistic ◽  
Stress Levels

In general, stress affects the efficiency of workers’ performance. With the coronavirus disease 2019 pandemic outbreak, sign language interpreters experience increased stress due to various factors. This study aims to determine the stressors faced by sign language interpreters during the pandemic. To achieve this goal, we prepared a questionnaire consisting of 15 paragraphs covering psychological, health, cognitive, linguistic and environmental aspects. Then, we surveyed 57 sign language interpreters in the Arab region. In the analysis, we calculated the average performance levels in addition to the differences between participants’ average scores. We also divided the stress levels into three categories: simple, moderate and severe. Results indicated that the stress was medium on average and no statistically significant differences in the performance average in accordance with the study variables (gender, experience and workplace).

THE BENEFICIAL ROLE OF L1 SPOKEN LANGUAGE SKILLS ON INITIAL L2 SIGN LANGUAGE LEARNING

2016 ◽  
Vol 39 (4) ◽  
pp. 833-850 ◽  
Author(s):  
Joshua T. Williams ◽  
Isabelle Darcy ◽  
Sharlene D. Newman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
American Sign Language ◽  
Sign Language ◽  
Verbal Memory ◽  
Linear Regression Analysis ◽  
Vocabulary Knowledge ◽  
Cognitive Linguistic ◽  
Linguistic Skills ◽  
Phonetic Categorization

Understanding how language modality (i.e., signed vs. spoken) affects second language outcomes in hearing adults is important both theoretically and pedagogically, as it can determine the specificity of second language (L2) theory and inform how best to teach a language that uses a new modality. The present study investigated which cognitive-linguistic skills predict successful L2 sign language acquisition. A group (n = 25) of adult hearing L2 learners of American Sign Language underwent a cognitive-linguistic test battery before and after one semester of sign language instruction. A number of cognitive-linguistic measures of verbal memory, phonetic categorization skills, and vocabulary knowledge were examined to determine whether they predicted proficiency in a multiple linear regression analysis. Results indicated that English vocabulary knowledge and phonetic categorization skills predicted both vocabulary growth and self-rated proficiency at the end of one semester of instruction. Memory skills did not significantly predict either proficiency measures. These results highlight how linguistic skills in the first language (L1) directly predict L2 learning outcomes regardless of differences in L1 and L2 language modalities.

scholarly journals Embodiment in Irish Sign Language Passives

2020 ◽  
Vol 11 ◽  
Author(s):  
Lorraine Mary Leeson ◽  
John Saeed
Keyword(s):  
European Commission ◽  
Sign Language ◽  
Cognitive Grammar ◽  
Passive Construction ◽  
Cognitive Linguistic ◽  
External Actors ◽  
Linguistic Approach ◽  
Related Category

Taking a cognitive linguistic approach, this paper explores passive constructions in Irish Sign Language (ISL). Adopting Foley & Van Valin’s (1984) concept of ‘macroroles’, we introduce the prototypical passive construction in ISL, a construction that incorporates several elements including a shift in focus from the Actor to the Undergoer, the recruitment of body partitioning, the use of an empty locus for establishment of an unspecified actor/s, and potentially, a body lean which may be coupled with averted eyegaze. We explore the viewpoint shifts that this construction allows signers, which support the cognitive grammar emphasis on the importance of construal. We also introduce a related category of constructions which recruit the signer’s body as a surrogate for unspecified actors. Unlike the prototypical passive, these constructions are less complex in that they do not recruit body partitioning, body leans or averted eyegaze. However, they are interesting because they seem to demand inferential readings where the surrogate represents external actors or, metonymically, institutions. In particular, we discuss the use of the signer’s body to represent an unspecified Actor and consider the role of embodiment as a lynchpin for understanding how passives operate. We present examples from the Signs of Ireland corpus and from the European Commission funded Medisigns project to illustrate these constructions in ISL.

Construal of content

2018 ◽  
Vol 13 (1) ◽  
pp. 27-48
Author(s):  
Christina Healy
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Cognitive Model ◽  
Stage Model ◽  
American Sign ◽  
Theoretical Concepts ◽  
Cognitive Linguistic ◽  
Meaning Transfer ◽  
Nuanced Understanding ◽  
Linguistic Approach

Abstract Interpreting requires a nuanced understanding of language, and Wilcox and Shaffer (2005) propose that interpreting is enhanced by adopting a cognitive model of communication rather than the conduit model implicit in many interpreting pedagogy models. The present study used a cognitive linguistic approach to investigate affective constructions in American Sign Language (ASL). Relative cognitive linguistic principles are reviewed in the context of English affective constructions and applied in reporting the ASL findings. Then the article explores how these theoretical concepts can support meaning-transfer work. Specifically, Langacker’s Stage Model (2008) is expanded as a framework for comparing source and target text construals of events and for presenting a message with equivalent impact through different language-specific strategies.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Responses of Language-Disordered Children to Wh-Questions

1986 ◽  
Vol 17 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Martha M. Parnell ◽  
James D. Amerman ◽  
Roger D. Harting
Keyword(s):  
Relative Difficulty ◽  
Normal Children ◽  
Cognitive Linguistic ◽  
Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

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